Gamification and Edutainment in 21st Century Learning

ii Multidisciplinary Approaches to Research: Volume 2 Taslim, Emmi Azis, Sri Wahyuni, Muliana, Sana Ullah, Arab Naz, Ahmad Al Yakin, Yusmah, Andi Dwi Resqi Pramana, Muthmainnah, Luís Cardoso, Andi Asrifan, Eka Apriani, Lukman, Silahuddin Genda, Sitti Hairani Idrus, Haedar Akib, Anshari, Rifdan, Sumitro, Syamsu A. Kamaruddin, Mario, Muhammad Taha Taking, Muh. Rafi Tang, Suhartini, Tamer Abd El-Aziz, Andi Irma Ariani, Andi Saiful Alimsyah, Andi Ikramullah, Amran Mahmud, Dr. Supaprawat Siripipatthanakul, Dr. Muthmainnah, Dr. Sutithep Siripipattanakul, Dr. Patcharavadee Sriboonruang, Dr. Pichart KaewpuangTamonwan Sitthipon, Pongsakorn Limna, Parichat Jaipong @Hak cipta dilindungi Undang-Undang Editor : Prof. Maria Victoria Lopez Perez (University of Granada – Spain) Dr. Herlina, M.Pd (State University of Makassar – Indonesia Dr. Ahmed A. Elngar (Beni Suef University – Egypt) Dr. Abdul Ghofur, M.Pd. (IAIN Madura, Indonesia) Dr. Atul Patil (School of Holistic Development, MIT Art, Design and Technology University – India Dr. Albert Cadiz Bulawat (Nueva Ecija University – Phillipines) Amimah Qodari, SE., M.Ak (IAIN Curup-Indonesia) Cover Design Cetakan Pertama ISBN : Hengki Kris Sanjaya : 7 February 2023 : 978-623-88103-4-5 Publisher: Yayasan Corolla Education Centre Jln. Dr. AK. Ghani Perumahan Dusun Curup Estate, Blok E No. 25 Kecamatan Curup Utara, Kabupaten Rejang Lebong, Provinsi Bengkulu, 39119, website: https://yayasancec.or.id, email: [email protected] fb: corollacentre, ig: CorollaEducationCentre, Youtube: corollaeducationcentre, Telp 082182803915, Gamification and Edutainment in 21st Century Learning Dr. Supaprawat Siripipatthanakul, Manipal GlobalNxt University, Malaysia [email protected] Dr. Muthmainnah, Universitas Al Asyariah Mandar, Indonesia [email protected] Dr. Sutithep Siripipattanakul, Kasetsart University, Thailand [email protected] 210 Dr. Patcharavadee Sriboonruang,Kasetsart University, Thailand [email protected] Dr. Pichart Kaewpuang, Phranakhon Rajabhat University, Thailand [email protected] [email protected] Tamonwan Sitthipon, City University, Malaysia [email protected] Pongsakorn Limna, Rangsit University, Thailand [email protected] [email protected] Parichat Jaipong, Manipal GlobalNxt University, Malaysia [email protected] [email protected] Abstract: The development of technology has paved the way for a revolution in education. Technology-enabled learning is becoming an integral part of a larger system of practices and policies to prepare and support a highly skilled workforce in 21st-century learning. Elearning, or digital instruction and training, has utilised gamification for several years. Taking a closer look at the evolution of game-based learning and gamification in computer science, it must be acknowledged that game-based learning appears to have reached a stalemate in which the instructional seamless integration of learning and gaming is not yet a reality. Likewise, gamification in digital teaching and training systems presents a comparable circumstance. Game-based learning is an innovative form of education that incorporates educational computer games. It also includes educational games software, such as learning aids, instructional enhancement, and student assessment. Gamification can help develop a systematic approach, supporting an organised and methodologically sound gamification design for digital teaching and training. Diverse forms of computer games are utilised extensively in the field of education. Creating appropriate games can increase the acceptability of instructional material among learners. Numerous researchers have turned their attention to game-based learning and gamification. Gamification has existed for a long time, originating from marketing initiatives such as point cards and rewards memberships, educational structures, the highest scientific level, degrees, and workplace productivity. Keywords: Gamification, Edutainment, Education, 21st Century, Learning INTRODUCTION The new millennium is the growing importance of knowledge for economic prosperity and the emergence of a learning society, despite the widespread focus on digital technologies. The analysis demonstrates that innovation should be understood as a broad social and economic activity within the context of that society: it should transcend any specific technology, even revolutionary ones, and be tied to attitudes and behaviours geared toward 211 the exploitation of change by adding value (Conceição et al., 2001). Traditional programming instruction is often tedious and intimidating, particularly for younger students. This typically results in resistance and adoption, although programming is the foundation of modern technology. Game is the defining characteristic of immersion. Its powerful ability to engage players can eliminate aversion and motivate students to learn to code. A digital game is an excellent way to learn to program. The cross-platform game provides the player with a role-playing game design and a kinesthetic approach to reinforce the fundamental programming concepts (Sarkar et al., 2016). In digital instruction and training, or e-learning, gamification emerged several years ago. Taking a closer look at the evolution of game-based learning and gamification in computer science, it must be acknowledged that gamebased learning appears to have reached an impasse where the instructional seamless integration of learning and gaming has not yet become a reality. Similarly, gamification in digital teaching and training systems presents a similar situation. Gamification can aid in developing a systematic approach, which can then support an organised and methodologically sound design of gamification for digital teaching and training (Martens & Mueller, 2016). Various forms of computer games are widely utilised in the field of education. Creating appropriate games can increase the learner's acceptance of instructional material. Game-based learning and gamification have emerged as the primary focus of numerous researchers. Game-based learning is an innovative method of education that incorporates computer games with educational value. It also includes games software with educational purposes, such as learning aids, instructional enhancement, and student evaluation. Gamification has been around for a long time, originating from marketing efforts such as point cards and rewards memberships, educational structures, the most crucial scientific level, degrees, and workplace productivity (Al Fatta et al., 2018). LITERATURE REVIEW 21st Century Learning in the Digital Economy Technology advancements have paved the way for a learning revolution. E-learning or technology-enabled learning is becoming an integral component of a larger system of practices and policies designed to prepare and support a highly skilled workforce in the digital economy. The power of elearning derives from the ability to leverage technology and information to change the fundamental principles of learning by eliminating the one-size-fitsall approach to instruction and customising content to meet everyone’s needs and learning styles (Pantazis, 2002). Digital natives enjoy playing digital games for entertainment, engagement, fun, and enjoyment. With the advent of 212 the internet and mobile applications, edutainment and gamification are gaining importance in the educational sector. With the rapid advancement of mobile technologies and applications, games are now entering a new era in which they serve to entertain, educate, and inform. Games can provide interactive learning tasks and activities that foster collaboration and innovation (Apriani et al, 2022; Apriani et al, 2023; Muthmainnah, 2023, Muthmainnah et al, 2022; Khaddage et al., 2014). The transition from industrial economies to digital and knowledge-based economies in the 21st century, fueled by rapid Information and Communication Technologies (ICTs) such as the Internet, YouTube, Chartrooms, Skype, and social media networks, has not only resulted in a new teaching approach globally but has also paved the way for a new generation of learners (anytime, anywhere learners) to enter the higher education system. Although universities and other institutions of higher education in developed countries and many countries have acknowledged that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and have therefore taken the necessary steps to combine the traditional method of lecturing in higher education with web-based learning management systems to accommodate these learners, universities and other institutions of higher education in developing countries and some countries have not yet taken these steps (Fosu, 2019). Gamification in Education Gamification is the application of game design principles to non-game contexts. The central concept is to use the motivational and engaging power of games to motivate users to engage in specific activities (Santonen & Faber, (2015). A robust definition is proposed to distinguish gamification from other gaming or playing concepts. They asserted gamification refers to 1) the use (rather than extension) of design (rather than game-based technology or other game-related practices) and 2) the incorporation of game elements into a design. 2) elements (rather than full-fledged games) 3) peculiar to games (rather than play or playfulness). 4) in non-game contexts (irrespective of usage intentions, contexts, or media implementation) (Al Fatta et al., 2018). Gamification incorporates game design elements (such as competition and scoring) into non-game contexts, such as education (Evans, 2016). Gamification in interactive exhibitions can attract visitors and improve engagement, flow, and learning, especially when multiple groups share the experience (Haesler et al., 2016). Gamification of learning, or the application of game design elements to learning activities, is a controversial but popular trend in education. On the one hand, proponents of gamification assert that gamification results in learning gains. The gamification of education reinforces essential skills such as problem-solving, collaboration, and communication. In addition, the requirement for interaction in a gamified 213 approach to teaching encourages students to take an active role in the learning process, thereby boosting student participation in online forums, projects, and other learning activities. According to opponents of gamification, it derails learning with aimless distractions, adds unnecessary competition stress, and disregards the pedagogical needs of students (Rabah et al., 2018). Compared five themes describe the role of gamification in tourism and hospitality (Edutainment, Sustainable behaviour, Engagement factors, Service providergenerated content and User-generated reviews). Then, a cross-analysis of the five themes reveals the key elements (affordances, behavioural and psychological outcomes, and benefits) generated by gamification mechanics, highlighting potential implications and pertinent insights for service literature (Pasca et al., 2021). Virtual games are one of the most significant opportunities today to enhance learning processes in educational environments. Numerous applications have been demonstrated, including teaching cultural aspects, citizenship, science, and the development of critical thinking. Nevertheless, despite the scientific evidence, many questions remain regarding the efficacy of gamification in education. The effects of gamification on motivation, concentration, and other cognitive aspects, as well as on interaction and prosocial behaviour, are generally positive. However, there are differences between gamification and the application of serious games in terms of objectives and outcomes (De Oro et al., 2021). Edutainment The term Edutainment was created by combining the words "Education" and "Entertainment," and as the term implies, it provides educational entertainment or entertainment education. This means that students can learn subject matter while being entertained instead of becoming accustomed to learning through teacher-centred learning. Under the umbrella of this novel concept known as "Edutainment" are Game-Based Learning and Gamification, two new instructional methods. These concepts can be utilised to facilitate the education of students of all ages (Jayasinghe & Dharmaratne, (2013). Gamification is the application of game theory and game mechanics to non-game contexts. It is important to note that many game designers and researchers concur that gamification is more than points and leaderboards and that specific elements and characteristics must be considered and included when edutaining a system (Gerber, 2014). In foreign language classrooms, games or gamified activities can be used in conjunction with traditional methods of instruction. Gamification as a novel pedagogical approach offers opportunities by game elements and techniques that can be implemented in nongame contexts such as classrooms. The online, free application has been used to stimulate students' English as a foreign language more effectively, actively, and interestingly. Teachers can access it for use in foreign language 214 classrooms (Yürük, 2019). Gamification, a technique of design that employs the motivational elements of games in other contexts, is increasingly viewed as a potential solution to the observed decline in learner motivation. Nevertheless, the demonstration of whether or not gamification in education is practical. For a more accurate assessment of gamification's potential, it is necessary to examine how gamification operates for edutainment (Roy & Zaman, 2017). An excellent example of edutainment and gamification is virtual reality (VR) application, most nations have active road safety policies that reduce traffic accident fatalities. Awareness of safety measures is a significant factor in this regard. With the correct use of seat belts, a device is known to save thousands of lives each year, being among the most crucial. The VR-enhanced educational entertainment application is designed to increase seat belt usage awareness. To achieve this objective, a motorised rollover system was developed that, when synchronised with a VR application (displayed on a head-mounted display for each user inside a real car), rolls over the vehicle with up to four passengers inside (Riera et al., 2021). Satisfaction and Effectiveness Regarding Gamification and Edutainment The term "21st-century skills" is most prevalent in contemporary education debates. Proponents point to a new reality in the workforce that requires the next generation of college students and workers to be independent thinkers, problem solvers, and decision-makers. The schools must focus on imparting the fundamentals and ensuring that students acquire increasingly vital thinking and reasoning skills. These skills, widely cited by national education groups, teacher unions, higher education organisations, and workforce development groups as essential for today's students, are also gaining traction among policymakers (Silva, 2009). The different domains of the new learning paradigm comprise these skills and constitute a new method of effective teaching and learning. The Learning and Innovations Skills domain could describe how these skills can be effectively taught to enable higher education students to acquire them (Kivunja, 2014). Continuous pressure is placed on the higher education sector to demonstrate the quality and effectiveness of educational provision, including graduate outcomes. Preparing students as thoroughly as possible for the world of professional work has become one of the most important responsibilities of modern universities. In the broader contexts of widespread labour-market uncertainty and massification of the higher education system, policymakers and academics continue to devote considerable attention to this challenging endeavour (Bridgstock, 2017). Students are taught to use feedback to reinforce what they are doing to increase productivity by discovering new and better ways to complete tasks, as indicated by feedback. The term for this is the reinforcing 215 feedback loop. In addition, students can use the feedback as a balancing strategy to identify where they were making errors and then adjust their approach to increase their productivity and effectiveness in 21st-century learning (Kivunja, 2015). Gamification, incorporating game elements into non-game contexts, continues to gain popularity to boost student engagement in the classroom. The learning could be evaluated using students' motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance across two courses. Over time, students in the gamified course demonstrated less motivation, satisfaction, and empowerment than students in the non-gamified course. The effect of course type on students' final exam scores was mediated by students' intrinsic motivation, with students in the gamified course exhibiting less motivation and achieving lower final exam scores than students in the non-gamified class. Certain gamification mechanics should be applied with caution in educational settings (Hanus et al., 2015). CONCLUSION The application of game design principles to non-game contexts is gamification. The central idea is to motivate users to engage in specific activities by utilising games' motivational and engaging power. A robust definition of gamification is proposed to differentiate it from other gaming or playing concepts. They stated that gamification refers to 1) the application (rather than extension) of design (rather than game-based technology or other game-related practices) and 2) the incorporation of game elements into a design. 2) elements (rather than full-fledged games) 3) peculiar to games (rather than play or playfulness). 4) outside game contexts (irrespective of usage intentions, contexts, or media implementation). Gamification is the application of game design elements (such as competition and scoring) to nongame contexts, such as education. 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